Goal- Students will read one syllable silent e words. Recognition- as a whole class -visual on the whiteboard-a review of closed syllable, by writing the word fat with a rectangle around the end consonant and drawing an arrow to the vowel and placing a breve above it to show that it is a short vowel sound. Physical- a child will be told a word orally and asked to spell it. The child will close the door on the last consonant of the word showing that the vowel sound is short. Auditory- I will now tell the students that they will be learning a new syllable. The silent e. I will sing a song about silent e to the tune of Mighty Mouse. (Here I come to save the day. Mighty Mouse is on his way. Fighting consonants all the way, making the vowel say its name.) students will then sing the song with me, then sing it themselves. While singing this little song I have changed the word fat on the board to fate. Visual- on large whiteboard draw a t-chart short vowel words and silent e words. Do a few words together. Reading the words aloud together. Tactile/kinesthetic- using plastic folders with Velcro strips laid out in 4 columns . students break into pairs and given a plastic folder and a baggie that contains short vowel one syllable words and another baggie that contains many e’s. they will place the short vowel words on the Velcro. Each child of the pair will read a column of short vowel words to each other. Then they will place an e next to the short vowel word changing it to a silent e word. Now they will each read a column to each other saying first the short vowel word then the silent e word. Strategic- Students will now be given a piece of construction paper with a house drawn on it. This house is laminated and has 2 windows with a door between them. Visual – rules will be told orally as well as demonstrated on the big white board by me. They must listen to the closed syllable word given by me and written on the board, then they must write it in their house with a colored marker placing the vowel in the window and the consonant in the door. They must say the word (verbal) interaction , then write an e in the next window. Each child must now say the silent e word. The student will also draw a macron above the first e demonstrating to them and me along with saying it that they know it is now a long sounding vowel. Affective- Students will be given individual white boards, marker and eraser. Asked to make a T-chart like I have drawn on the board. This will give them a visual prompt along with verbal directions. One side labeled short vowel the other silent e(long vowel). They will each think of and write 3 words changing each word to the silent e. once they are comfortable a game will be made of this – I will time students 3 minutes. They can also use nonsense words. My goal is to see understanding of the change from short to long. For each word written in chart student earns a raffle ticket which they collect to use as a no homework pass instead of receiving a zero.
Recognition- as a whole class -visual on the whiteboard-a review of closed syllable, by writing the word fat with a rectangle around the end consonant and drawing an arrow to the vowel and placing a breve above it to show that it is a short vowel sound.
Physical- a child will be told a word orally and asked to spell it. The child will close the door on the last consonant of the word showing that the vowel sound is short.
Auditory- I will now tell the students that they will be learning a new syllable. The silent e. I will sing a song about silent e to the tune of Mighty Mouse. (Here I come to save the day. Mighty Mouse is on his way. Fighting consonants all the way, making the vowel say its name.) students will then sing the song with me, then sing it themselves.
While singing this little song I have changed the word fat on the board to fate.
Visual- on large whiteboard draw a t-chart short vowel words and silent e words. Do a few words together. Reading the words aloud together.
Tactile/kinesthetic- using plastic folders with Velcro strips laid out in 4 columns . students break into pairs and given a plastic folder and a baggie that contains short vowel one syllable words and another baggie that contains many e’s. they will place the short vowel words on the Velcro. Each child of the pair will read a column of short vowel words to each other. Then they will place an e next to the short vowel word changing it to a silent e word. Now they will each read a column to each other saying first the short vowel word then the silent e word.
Strategic- Students will now be given a piece of construction paper with a house drawn on it. This house is laminated and has 2 windows with a door between them. Visual – rules will be told orally as well as demonstrated on the big white board by me. They must listen to the closed syllable word given by me and written on the board, then they must write it in their house with a colored marker placing the vowel in the window and the consonant in the door. They must say the word (verbal) interaction , then write an e in the next window. Each child must now say the silent e word. The student will also draw a macron above the first e demonstrating to them and me along with saying it that they know it is now a long sounding vowel.
Affective- Students will be given individual white boards, marker and eraser. Asked to make a T-chart like I have drawn on the board. This will give them a visual prompt along with verbal directions. One side labeled short vowel the other silent e(long vowel). They will each think of and write 3 words changing each word to the silent e. once they are comfortable a game will be made of this – I will time students 3 minutes. They can also use nonsense words. My goal is to see understanding of the change from short to long. For each word written in chart student earns a raffle ticket which they collect to use as a no homework pass instead of receiving a zero.